INTRODUCTION
Information and Communication Technology (ICT) is a powerful medium that has become increasingly important to society. The introduction of ICT as an elective subject in Malaysian secondary schools will provide a valuable training ground for students. This will help students relate their ICT learning experiences to a progressive technology-based daily life. The curriculum provides a platform for producing a technologically capable work force. This will help meet the challenges of a global economy. This subject is offered to all Form 4 and Form 5 students. It aims to provide them with the knowledge, skills and values from several designated learning areas. It will also prepare them for the Sijil Pelajaran Malaysia (SPM) examination. implement the Information and Communication Technology (ICT) syllabus in the classroom. Who is it for? This document is intended for ICT teachers teaching the ICT subject at the Upper Secondary Level (Form 4 and Form 5) of the Kurikulum Bersepadu Sekolah Menengah (KBSM). What are the Learning Areas? The six learning areas are as follows: • Information and Communication Technology and Society • Computer Systems • Computer Networks and Communications • Multimedia • Programming • Information Systems What information does it contain? The ICT Curriculum Specifications contains the following information: • The various topics and recommended duration of each topic • The learning outcomes of each topic which describe the skills to be acquired by students at the end of the allotted time

THE CURRICULUM SPECIFICATIONS
Suggested activities are incorporated as part of the teachinglearning strategy. It should be borne in mind that teachers are also encouraged and expected to employ other effective strategies in line with the needs of the target group. What is it? The Curriculum Specifications is a document that contains detailed explanations of the basic information required within the subject curriculum. It is designed as a teaching guide to help the teacher interpret and

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Suggested activities for each topic. Teachers are free to select any or all of the recommended activities or to design their own

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The topics may be taught in any sequence without compromising the quality of the curriculum. The teacher is not confined to follow the order in which the topics are set out in this document.

show and demonstrate the various software, hardware and devices used in the learning areas provide instructional guidance which will form the fundamental basis for students to grasp the content of the syllabus encourage students to seek other sources of information and reference, and to conduct independent study whenever necessary

RECOMMENDED APPROACHES AND STRATEGIES FOR TEACHING AND LEARNING
Appropriate teaching and learning approaches and strategies are important for the achievement of the learning objectives set out in the curriculum specifications. The teacher acts as an instructor or a facilitator depending on the types of activities and the learning outcomes.

Teaching Approaches
Information and Communication Technology (ICT) lessons should be conducted using the teaching approaches stated below. The Knowledge-Based Approach The knowledge-based approach in this curriculum requires the teacher to act as an instructor. The teacher is required to: • introduce the field of study in terms of concept, definition and terminology

The Skill-Based Approach The skills-based approach emphasizes student-centred activities with the teacher providing explanations and guidance whenever needed. As such, the teacher plays the dual role of instructor and facilitator, and should: • provide hands-on guidance to students to help them acquire relevant skills in each learning area • guide students on standard operating procedures involved in the various learning areas • encourage students to work systematically The Task-Based Approach Task-based activities are almost completely studentcentred. The teacher’s role here will involve: • providing advice on project management procedures and task organization • monitoring the progress of student projects • giving advice, tips and recommendations whenever needed • evaluating the outcome of students’ work

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Learning Strategies
The Self-Directed, Self-Accessed, Self-Assessed and SelfPaced strategies (SeDAAP) are introduced within this document. The SeDAAP strategy is designed to encourage students to take responsibility for their own learning and to develop selfreliance and self-confidence within the parameters of the assignments given. This strategy encourages the development of independent learners, facilitates the forging of productive work relationships among group members and also serves to foster student discipline. Self-Directed Learning In self-directed learning, students determine the topics they want to learn within a particular content area. Self-Accessed Learning In self-accessed learning, students search for and locate information about specific topics from a variety of sources not supplied by the teacher. These information sources may include reference books, magazines, CD-ROMs, the Internet, resource centres and libraries. Self-Assessed Learning In self-assessed learning, students are encouraged to evaluate their own progress within a particular topic. This evaluation can be based on value judgements, self-reflection or observation as well as on criteria lists

or evaluation rubrics provided by the teacher. If students decide that a particular topic or skill has been satisfactorily learned, they can then move on to another topic. Self-Paced Learning In self-paced learning, students determine their own pace in acquiring the prescribed knowledge and skills in the various content areas within the syllabus. This strategy encourages step-by-step learning in which students monitor their own progress.

CURRICULUM CONTENT
The curriculum emphasizes the integration of knowledge, skills and values.

Knowledge
The knowledge to be acquired in the ICT curriculum consists of concepts and facts about ICT as well as ICT terminology. It includes procedures in managing computer systems, sequential processes in developing products, and programming commands and syntax. It also integrates discussions on current issues related to ICT and their implications for the future.

Managing Computer Systems This involves the use of computer hardware and software for communications and problem-solving, including the ability to identify, assemble, arrange and maintain the computer systems. Problem-Solving Skills Problem-solving skills provide opportunities for students to apply ways and strategies to real-life problems. These skills emphasize the following: • Logic and programming • Critical, creative, reflective and mantic thinking • Imaginative, initiative and flexibility • Identification, description, and re-interpretation of problems and analysis from various perspectives • Investigation, exploration and generation of ideas • Problem-testing and solutions • Making decisions based on experience and sound rationale • Process and product evaluation

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Values
The values in the ICT syllabus are diligence, accuracy, precision, confidence, responsibility, integrity, respect, cooperation, appreciation, courtesy and abiding by the ICT Code of Ethics.

LEARNING OUTCOMES AND SPECIFICATIONS 1.0 INFORMATION AND COMMUNICATION TECHNOLOGY AND SOCIETY
TOPICS 1.1 Introduction to Information and Communication Technology (4 periods) 1.1.1 LEARNING OUTCOMES Overview of Information and Communication Technology (ICT) 1.1.1.1 Define ICT. 1.1.1.2 Describe the brief evolution of computers. ICT In Everyday Life: Education, Banking, Industry and Commerce 1.1.2.1 List the usage of ICT in everyday life. 1.1.2.2 State the differences between computerised and non-computerised systems. 1.1.2.3 State the impact of ICT on society.

(6 WEEKS)
SUGGESTED ACTIVITIES

1.1.2

Individual/Group task • List the differences between computerised and noncomputerised systems using search engines. • Discuss and list the differences between computerised and noncomputerised systems. • Conduct a simple survey of ICT usage in the community. • Discuss the effects of controversial contents on society.

Retrieve photos of input and output devices from the Internet or other resources. Hands-on. 1. Teacher shows different parts and components of the motherboard. 2. Students identify the parts and components of the motherboard Individual task Differentiate between primary and secondary storage by completing a task sheet.

2.2.3

2.2.4

2.3 Software (6 periods)

2.3.1

Collect information on different OS from relevant materials or the Internet. Collect information on different application software from relevant materials or the Internet. Collect information on different application software from relevant materials or the Internet.

2.3.2

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TOPICS 2.3.3

2.3.4

LEARNING OUTCOMES Utility Program 2.3.3.1 Differentiate between the types and usage of utility programmes (file management, diagnostic and file compression). Proprietary and Open Source Software 2.3.4.1 Differentiate between proprietary and open source software.

SUGGESTED ACTIVITIES

1. Find information on different types of proprietary and open source OS and application software. 2. Find, download and explore one open source application software and give your comment.

SUGGESTED ACTIVITIES Individual task • Study on any of the chosen topic and save the document in the shared folder. • Write a short report (minimum of 350 words) and save the document in the shared folder.

(9 WEEKS)
SUGGESTED ACTIVITIES Individual task Collect and discuss information about the concept of multimedia . 4.1.2 Multimedia in Various Fields 4.1.2.1 Identify the use of multimedia in various fields.

Individual task Give examples of various applications of multimedia and discuss their contributions to the society.

4.1.3

Interactivity of Multimedia 4.1.3.1 Differentiate between the characteristics of linear and non-linear multimedia. Medium of Delivery 4.1.4.1 Compare and contrast the mediums of delivery for multimedia applications: • • web-based CD-based

SUGGESTED ACTIVITIES Individual task Collect information on web editors from printed materials or the Internet. Individual task Collect information on user interface principles from the Internet. Group task Form a development team, consisting of a project manager and assign members with respective responsibilities based on the module. Individual task Collect information on multimedia production phases from printed materials or the Internet.

Development Team 4.3.2.1 State the role of each member in a development team (examples: project manager, subject matter expert, instructional designer, graphics artist, audio-video technician and programmer).

Apply all the phases of multimedia production to produce an interactive educational multimedia project.

Group task Produce an interactive educational multimedia project based on the module.

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TOPICS 4.4 Current and Future Developments (4 periods)

4.4.1

LEARNING OUTCOMES SUGGESTED ACTIVITIES Immersive Multimedia 4.4.1.1 Give an example of immersive multimedia in Group task education, business or entertainment. Produce a portfolio about the example of immersive multimedia in education, business or entertainment.

(10 WEEKS)
SUGGESTED ACTIVITIES Individual task Collect information on definition of the program and the programming language from printed materials or the Internet. Individual task Draw a hierarchy chart to classify the generations of each level of programming language. Individual task Collect information on different programming language approaches from printed materials or the Internet. Individual task Produce a compare and contrast table on structured approach and objectoriented approach in programming.

5.1.2

Levels and Generations Of Programming Languages 5.1.2.1 5.1.2.2 Identify the generations of low-level programming languages with examples. Identify the generations of high-level programming languages with examples.

SUGGESTED ACTIVITIES Individual task Draw a chart or table to illustrate the understanding on constants and variables. Individual task Draw a chart or table to illustrate the understanding on different data types. Individual task Draw a chart or table to illustrate the understanding on the mathematical and logical (Boolean) operators. Individual task Find out a simple flow chart for both structures from printed materials or the internet.

5.2 Program Development (24 periods)

5.2.1

Program Development Phases 5.2.1.1 Describe the five main phases in program development: • • • • • problem analysis program design coding testing and debugging documentation Individual task Collect information on program development phases from printed materials or the Internet.

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TOPICS 5.2.2

LEARNING OUTCOMES Develop a program 5.2.2.1 Apply program development phases to solve problems.

SUGGESTED ACTIVITIES Individual task Develop a simple program using Visual Basic based on the module. Group Task Collect information on the latest programming languages from printed materials or the Internet.

(10 WEEKS)
SUGGESTED ACTIVITIES Individual task Draw a mind map on data, information and information systems. Individual task Collect information on usage of Information Systems in education, business and management from printed materials or the Internet. Individual task Draw a mind map on the five main IS components based on a given scenario. Individual task Discuss how data, hardware, software, people and procedure are interrelated in information system environments. Individual task Draw a diagram showing the interrelation between information system components.

Collect information on the five types of Management Information System (MIS) IS from printed materials or the Internet. Transaction Processing System (TPS) Decision Support System (DSS) Executive Information System (EIS) Expert System (ES)/Artificial Intelligence (AI)

State the usage of each type of information Individual task system. List and provide examples of the types of information systems.

SUGGESTED ACTIVITIES Individual task Produce a comparison table on database and DBMS. Group task Brainstorm and record the findings in a report.

6.2.1.2

List the benefits of using database.

6.2.2

Features 6.2.2.1 State the relationship between attribute (field), row (record) and relation (file). Define the primary key and foreign key. State the importance of the primary key. Differentiate between the primary key and foreign key. State the importance of relationship between the primary key and foreign key. Individual task Show the relationship between attribute, row and relation on a chart or table. Individual task Collect information on primary key and foreign key from printed materials or the Internet. Individual task Draw a simple diagram to show the relationship.

Individual task Collect information on the usage of basic operations in data manipulation from printed materials or the Internet. Individual task Collect information on the phases of systems development from printed materials or the Internet.

LEARNING OUTCOMES Develop A Database Project 6.3.2.1 6.3.2.2 6.3.2.3 6.3.2.4 6.3.2.5 6.3.2.6 6.3.2.7 6.3.2.8 6.3.2.9 6.3.2.10 6.3.2.11 6.3.2.12 Identify a project. Identify the project requirements. Classify project requirements into two tables. Design database tables. Create a database. Create two tables that include the primary key in each table. Build a relationship between two tables. Enter data into the table. Create a form that relates to the table content. Create a query to retrieve required information with one or more conditions. Generate a report. Gather all the documents from the above phases into a folio.

SUGGESTED ACTIVITIES Individual task Create a database that has tables, relationships, forms, queries and reports based on the module.

6.4 Current and Future Developments (4 periods)

6.4.1

Web-based Application 6.4.1.1 Find out current developments in computer information systems. Group task Produce a portfolio about current developments in computer information systems.